Paper Type
Complete
Paper Number
PACIS2026-1002
Description
Information Systems (IS) education urgently needs game-based assessments (GBAs) that both assess and foster affective competencies such as emotional and motivational self-regulation, as their development is often neglected in favor of technical knowledge, even though they are essential for success in academic learning and professional practice. Because existing GBAs lack didactic grounding, affective competencies are learned only implicitly and remain insufficiently assessed. Drawing on Experiential Learning Theory, this study introduces an experiential GBA that transforms a purely measurement tool into a learning instrument. The design implements Kolb’s experiential phases as pedagogical structure: gameplay (experience), feedback dialogue (reflection), personalized feedback (conceptualization), real-world application (experimentation). Quantitative results show that the engaging experience with the experiential GBA translated into higher learning. Qualitative findings highlight the practical value of experiential design. The insights offer theory-driven, empirically validated guidance for adaptive learning environments that effectively foster affective competencies while advancing pedagogical innovation in IS education.
Recommended Citation
Reinelt, Ramona, "Learning by Playing - Integrating Experiential Learning into a Game-based Assessment to Promote Affective Learning" (2026). PACIS 2026 Proceedings. 1.
https://aisel.aisnet.org/pacis2026/is_education/is_education/1
Learning by Playing - Integrating Experiential Learning into a Game-based Assessment to Promote Affective Learning
Information Systems (IS) education urgently needs game-based assessments (GBAs) that both assess and foster affective competencies such as emotional and motivational self-regulation, as their development is often neglected in favor of technical knowledge, even though they are essential for success in academic learning and professional practice. Because existing GBAs lack didactic grounding, affective competencies are learned only implicitly and remain insufficiently assessed. Drawing on Experiential Learning Theory, this study introduces an experiential GBA that transforms a purely measurement tool into a learning instrument. The design implements Kolb’s experiential phases as pedagogical structure: gameplay (experience), feedback dialogue (reflection), personalized feedback (conceptualization), real-world application (experimentation). Quantitative results show that the engaging experience with the experiential GBA translated into higher learning. Qualitative findings highlight the practical value of experiential design. The insights offer theory-driven, empirically validated guidance for adaptive learning environments that effectively foster affective competencies while advancing pedagogical innovation in IS education.
Comments
04-DigitalLearning